IELTS Reading bir okuma testi değil, bir zaman ve strateji testidir. 60 dakikada 3 uzun akademik pasaj ve 40 soru; başarı, metni baştan sona okumaktan değil, doğru cevabı doğru yerde hızlı bulmaktan geçer. Bu rehber testin yapısını, her soru tipinin özel stratejisini, en çok hata yapılan tuzakları ve band 6.5 ile band 8 arasındaki gerçek farkı örneklerle anlatır.
IELTS Reading is not a reading test but a test of time and strategy. In 60 minutes, 3 long academic passages and 40 questions; success comes not from reading the text end to end but from finding the right answer in the right place, fast. This guide explains the structure of the test, the specific strategy for each question type, the traps that cause the most errors, and the real difference between band 6.5 and band 8, with examples.
IELTS Academic Reading modülü 60 dakika sürer ve üç ayrı pasajdan oluşur. Pasajlar gazete, dergi, kitap ve akademik kaynaklardan alınmış özgün (gerçek) metinlerdir; konu ilerledikçe zorluk artar. Toplam kelime sayısı yaklaşık 2.150–2.750 arasındadır. Dinleme (Listening) modülünün aksine ekstra transfer süresi yoktur: cevaplarını cevap kâğıdına 60 dakikanın içinde yazman gerekir.
| Özellik | Detay |
|---|---|
| Pasaj sayısı | 3 (Passage 1 → 3, giderek zorlaşır) |
| Toplam soru | 40 (her pasaj yaklaşık 13–14 soru) |
| Süre | 60 dakika (transfer süresi yok) |
| Metin türü (Academic) | Akademik/bilgilendirici; grafik, tablo, diyagram içerebilir |
| Soru başına ortalama | ~1.5 dakika |
| Yazım/dilbilgisi | Yanlış yazım = yanlış cevap; imla önemli |
Passage 3'teki en zor soru da, Passage 1'deki en kolay soru da 1 puandır. Bu yüzden zor bir soruya 4 dakika harcamak, kolay üç soruyu kaçırmak demektir. Puan maksimizasyonu için önce kolayı topla, zoru sona bırak.
The IELTS Academic Reading module lasts 60 minutes and consists of three separate passages. The passages are authentic (real) texts taken from newspapers, magazines, books and academic sources; the difficulty increases as you progress. The total word count is roughly 2,150–2,750. Unlike the Listening module, there is no extra transfer time: you must write your answers on the answer sheet within the 60 minutes.
| Feature | Detail |
|---|---|
| Number of passages | 3 (Passage 1 → 3, progressively harder) |
| Total questions | 40 (about 13–14 questions per passage) |
| Time | 60 minutes (no transfer time) |
| Text type (Academic) | Academic/informative; may include a graph, table or diagram |
| Average per question | ~1.5 minutes |
| Spelling/grammar | A misspelling = a wrong answer; spelling matters |
The hardest question in Passage 3 and the easiest question in Passage 1 are both worth 1 point. So spending 4 minutes on a hard question means missing three easy ones. To maximise your score, collect the easy points first and leave the hard ones for last.
40 sorudan kaç doğru yaptığın, 0–9 arası band skoruna dönüştürülür. Academic ve General Training için dönüşüm biraz farklıdır (GT'de aynı bandı almak için genelde birkaç doğru daha gerekir, çünkü GT metinleri daha kolaydır). Aşağıdaki tablo yaklaşık bir Academic dönüşümüdür — resmî tablo teste göre küçük oynamalar gösterebilir.
| Doğru sayısı (Academic) | Yaklaşık Band | Doğru sayısı (General Training) |
|---|---|---|
| 39–40 | 9.0 | 40 |
| 37–38 | 8.5 | 39 |
| 35–36 | 8.0 | 37–38 |
| 33–34 | 7.5 | 36 |
| 30–32 | 7.0 | 34–35 |
| 27–29 | 6.5 | 32–33 |
| 23–26 | 6.0 | 30–31 |
| 19–22 | 5.5 | 27–29 |
| 15–18 | 5.0 | 23–26 |
Band 7 için Academic'te yaklaşık 30/40 yeter — yani 10 soru yanlış yapsan bile 7.0 alırsın. Bu, "mükemmel olmak" yerine "verimli olmak" gerektiğini gösterir. Hedefin 6.5 ise, en zor 8–10 soruyu tamamen atlayıp kalan sorulara odaklanmak bile mantıklı bir stratejidir.
How many of the 40 questions you get right is converted into a band score between 0 and 9. The conversion is slightly different for Academic and General Training (in GT you usually need a few more correct to get the same band, because GT texts are easier). The table below is an approximate Academic conversion — the official table can vary slightly from test to test.
| Correct answers (Academic) | Approx. Band | Correct answers (General Training) |
|---|---|---|
| 39–40 | 9.0 | 40 |
| 37–38 | 8.5 | 39 |
| 35–36 | 8.0 | 37–38 |
| 33–34 | 7.5 | 36 |
| 30–32 | 7.0 | 34–35 |
| 27–29 | 6.5 | 32–33 |
| 23–26 | 6.0 | 30–31 |
| 19–22 | 5.5 | 27–29 |
| 15–18 | 5.0 | 23–26 |
For band 7 in Academic, about 30/40 is enough — that is, you can get 10 questions wrong and still get 7.0. This shows that you need to be "efficient" rather than "perfect". If your target is 6.5, it is even a sensible strategy to skip the hardest 8–10 questions entirely and focus on the rest.
IELTS Reading'de tek bir okuma hızı yoktur; hangi soruyu çözdüğüne göre vites değiştirirsin. Üç beceriyi doğru anda kullanmak, testin en temel becerisidir.
Metnin genel fikrini ve her paragrafın konusunu yakalamak için gözü hızla gezdirmek. Başlıkları, ilk/son cümleleri, tekrar eden kelimeleri oku. Ne zaman: pasaja ilk bakışta (1–2 dk) ve Matching Headings'te.
Belirli bir bilgiyi (isim, tarih, sayı, anahtar kelime) bulmak için metni tarayıp geri kalanını okumamak. Ne zaman: Completion, Short Answer, isim/tarih içeren tüm sorularda.
Doğru yeri bulduktan sonra o 2–3 cümleyi kelime kelime okuyup anlamı ve nüansı çözmek. Ne zaman: True/False/Not Given, Multiple Choice ve cevabı doğrulama anında.
1) Pasajı 1–2 dk skim et → yapıyı çıkar. 2) Soruyu oku, anahtar kelimeyi belirle. 3) O kelimeyi/eş anlamını scan ederek bul. 4) İlgili cümleleri detailed oku → cevabı ver ve doğrula. Bütün pasajı baştan sona okumak (band 5 alışkanlığı) neredeyse her zaman zaman kaybettirir.
There is no single reading speed in IELTS Reading; you change gear depending on which question you are solving. Using the three skills at the right moment is the most fundamental skill of the test.
Running your eye quickly over the text to catch the general idea and the topic of each paragraph. Read the headings, first/last sentences and repeated words. When: on your first look at the passage (1–2 min) and in Matching Headings.
Sweeping the text to find a specific piece of information (a name, date, number, keyword) without reading the rest. When: Completion, Short Answer, and any question containing a name/date.
Once you have found the right place, reading those 2–3 sentences word by word to work out the meaning and nuance. When: True/False/Not Given, Multiple Choice and when confirming an answer.
1) Skim the passage for 1–2 min → work out its structure. 2) Read the question, identify the keyword. 3) Find that word/its synonym by scanning. 4) Read the relevant sentences in detail → answer and confirm. Reading the whole passage from start to finish (a band 5 habit) almost always wastes time.
IELTS Reading'de karşına çıkabilecek soru tipleri aşağıdaki gruplarda toplanır. Her birinin ayrı bir mantığı ve ayrı bir tuzağı vardır. Sıradaki bölümlerde her tipi tek tek, mini pasaj + soru + çözümle işleyeceğiz.
| Soru tipi | Ne ister | Sırası metni takip eder mi? | Ana beceri |
|---|---|---|---|
| Multiple Choice | Doğru seçeneği seç | Genelde evet | Detailed reading |
| True / False / Not Given | İfade metinle uyumlu mu | Evet | Detailed + mantık |
| Yes / No / Not Given | İfade yazarın görüşüyle uyumlu mu | Evet | Görüş analizi |
| Matching Headings | Paragrafa başlık eşle | Hayır | Skimming (ana fikir) |
| Matching Information / Features | Bilgiyi paragrafa / kişiye eşle | Hayır | Scanning |
| Sentence / Summary / Note Completion | Boşluğu metinden kelimeyle doldur | Çoğunlukla evet | Scanning + gramer |
| Diagram / Flowchart Labelling | Görseli/süreci etiketle | Yerel (bir bölüm) | Scanning + görsel |
| Short Answer | Soruyu kısa cevapla | Evet | Scanning |
The question types you may meet in IELTS Reading fall into the groups below. Each has its own logic and its own trap. In the sections that follow we will work through each type one by one, with a mini passage + question + solution.
| Question type | What it asks | Does the order follow the text? | Main skill |
|---|---|---|---|
| Multiple Choice | Choose the correct option | Usually yes | Detailed reading |
| True / False / Not Given | Is the statement consistent with the text | Yes | Detailed + logic |
| Yes / No / Not Given | Is the statement consistent with the writer's view | Yes | Opinion analysis |
| Matching Headings | Match a heading to a paragraph | No | Skimming (main idea) |
| Matching Information / Features | Match information to a paragraph / person | No | Scanning |
| Sentence / Summary / Note Completion | Fill the gap with a word from the text | Mostly yes | Scanning + grammar |
| Diagram / Flowchart Labelling | Label the image/process | Local (one section) | Scanning + visual |
| Short Answer | Answer the question briefly | Yes | Scanning |
Genellikle A–D dört seçenek verilir ve tek doğru cevap istenir (bazen "iki tanesini seç" varyantı olur). Sorular metnin sırasını takip eder: 12. soru genelde 11. sorudan sonra gelir. En büyük tehlike, "kulağa doğru gelen" ama pasajda söylenmeyen çeldiricilerdir.
Mini pasaj: "Although solar panels were once prohibitively expensive, manufacturing advances have cut prices by nearly 80% since 2010, making them competitive with fossil fuels in many regions — though not yet in areas with limited sunlight."
Soru: According to the passage, solar panels are now…
A) cheaper than fossil fuels everywhere
B) competitively priced in many but not all places
C) still too expensive for most regions
D) unaffected by manufacturing changes
Çözüm: Doğru cevap B. A "everywhere" ile aşırı genelliyor (pasaj "not yet in areas with limited sunlight" diyor). C, fiyatların %80 düştüğü bilgisiyle çelişiyor. D pasaja tamamen aykırı. B, "competitive in many regions" + istisna nüansını tam yansıtıyor. Ders: aşırı genelleyen seçenek genelde tuzaktır.
Usually four options A–D are given and one correct answer is required (sometimes there is a "choose two" variant). The questions follow the order of the text: question 12 usually comes after question 11. The biggest danger is distractors that "sound right" but are not stated in the passage.
Mini passage: "Although solar panels were once prohibitively expensive, manufacturing advances have cut prices by nearly 80% since 2010, making them competitive with fossil fuels in many regions — though not yet in areas with limited sunlight."
Question: According to the passage, solar panels are now…
A) cheaper than fossil fuels everywhere
B) competitively priced in many but not all places
C) still too expensive for most regions
D) unaffected by manufacturing changes
Solution: The correct answer is B. A over-generalises with "everywhere" (the passage says "not yet in areas with limited sunlight"). C contradicts the fact that prices dropped 80%. D is entirely contrary to the passage. B captures "competitive in many regions" + the exception nuance exactly. Lesson: the over-generalising option is usually the trap.
Bu tip, adaylar için tek başına en kritik puan kaybı kaynağıdır çünkü Not Given kavramı sezgiye aykırıdır. Bir ifadenin metinle ilişkisini üç kategoriden birine sokman istenir:
| Cevap | Anlamı | Kanıt durumu |
|---|---|---|
| TRUE | İfade metindeki bilgiyle eşleşiyor / doğrulanıyor | Metin bunu söylüyor |
| FALSE | İfade metindeki bilgiyle çelişiyor | Metin bunun tersini söylüyor |
| NOT GIVEN | Metinde bunu doğrulayacak ya da çürütecek bilgi yok | Metin bu konuda sessiz |
FALSE, metnin ifadenin tersini aktif olarak söylemesidir. NOT GIVEN, metnin o konuda hiçbir şey söylememesidir. Türk adayların en sık hatası: "Pasajda böyle bir şey görmedim, demek ki FALSE." Yanlış! Görmediysen ve tersi de yazmıyorsa cevap NG'dir. FALSE için metinden çelişen bir cümle gösterebilmen gerekir.
Mini pasaj: "The city library, built in 1902, was funded entirely by a local merchant. It now holds over two million books and remains open seven days a week."
TFNG olgulara/bilgilere bakar (metinde yazan gerçekler). YNNG ise yazarın görüş, iddia veya inancına bakar. YNNG'de soru "Yazar buna katılır mı?" demektir; bu yüzden görüş bildiren fiillere dikkat et: argues, believes, claims, suggests, doubts. Mekanik aynıdır (eşleşme/çelişki/sessizlik) ama YNNG'de kanıtı yazarın tutumunda ararsın, kuru bilgide değil.
This type is on its own the single most critical source of lost points for candidates, because the concept of Not Given is counter-intuitive. You are asked to place the relation between a statement and the text into one of three categories:
| Answer | Meaning | Evidence status |
|---|---|---|
| TRUE | The statement matches / is confirmed by the information in the text | The text says this |
| FALSE | The statement contradicts the information in the text | The text says the opposite |
| NOT GIVEN | There is no information in the text to confirm or refute this | The text is silent on it |
FALSE means the text actively says the opposite of the statement. NOT GIVEN means the text says nothing about it. Turkish candidates' most common mistake: "I didn't see anything like this in the passage, so it must be FALSE." Wrong! If you did not see it and the opposite is not written either, the answer is NG. For FALSE you must be able to point to a contradicting sentence in the text.
Mini passage: "The city library, built in 1902, was funded entirely by a local merchant. It now holds over two million books and remains open seven days a week."
TFNG looks at facts/information (the facts stated in the text). YNNG looks at the writer's opinion, claim or belief. In YNNG the question means "Would the writer agree with this?"; so watch for opinion verbs: argues, believes, claims, suggests, doubts. The mechanics are the same (match/contradiction/silence) but in YNNG you look for the evidence in the writer's attitude, not in dry facts.
Sana bir başlık listesi (i, ii, iii…) verilir ve her paragrafa (A, B, C…) en uygun başlığı eşlemen istenir. Başlık sayısı paragraf sayısından fazladır (çeldirici başlıklar). Bu tip ana fikir testidir; detay değil. Sırayı takip etmez.
Başlık listesi: i) The cost of migration · ii) How birds navigate · iii) Threats from climate change
Paragraf: "Migrating birds rely on a remarkable set of internal tools. Some sense the Earth's magnetic field; others memorise star patterns or track the position of the setting sun. Together these systems guide them across thousands of kilometres with astonishing accuracy."
Çözüm: Doğru başlık ii) How birds navigate. Paragraf boyunca konu "yön bulma araçları" (magnetic field, star patterns, sun). "Cost" ve "climate change" hiç geçmiyor. Ders: ana fikri özetle, sonra eşle — tek kelimeye değil bütüne bak.
You are given a list of headings (i, ii, iii…) and asked to match the most suitable heading to each paragraph (A, B, C…). There are more headings than paragraphs (distractor headings). This type is a test of main idea, not detail. It does not follow the order.
Heading list: i) The cost of migration · ii) How birds navigate · iii) Threats from climate change
Paragraph: "Migrating birds rely on a remarkable set of internal tools. Some sense the Earth's magnetic field; others memorise star patterns or track the position of the setting sun. Together these systems guide them across thousands of kilometres with astonishing accuracy."
Solution: The correct heading is ii) How birds navigate. Throughout the paragraph the topic is "navigation tools" (magnetic field, star patterns, sun). "Cost" and "climate change" do not appear at all. Lesson: summarise the main idea, then match — look at the whole, not a single word.
İki yakın akraba tip: Matching Information belirli bir bilgiyi (örnek, tanım, neden) hangi paragrafta geçtiğini sorar. Matching Features ise ifadeleri kişi/teori/kategori gibi bir listeyle eşler (ör. "Bu görüşü kim savundu?"). İkisi de sırayı takip etmez ve saf scanning işidir.
Metin (özet): Researcher Lin argued that early cities grew around trade routes. Ortega, by contrast, claimed defence was the primary driver, pointing to hilltop settlements. Novak suggested both factors mattered but were secondary to reliable water access.
Soru: Who believed access to water was the most important factor? → Novak ("secondary to reliable water access" = su erişimini en öne koyuyor). Ders: isimleri çapa yap, sonra iddiayı oku — paraphrase'i çöz ("most important" ↔ "primary/above others").
Two close relatives: Matching Information asks which paragraph a specific piece of information (an example, definition, reason) appears in. Matching Features matches statements to a list such as people/theories/categories (e.g. "Who held this view?"). Neither follows the order, and both are pure scanning work.
Text (summary): Researcher Lin argued that early cities grew around trade routes. Ortega, by contrast, claimed defence was the primary driver, pointing to hilltop settlements. Novak suggested both factors mattered but were secondary to reliable water access.
Question: Who believed access to water was the most important factor? → Novak ("secondary to reliable water access" = puts water access above all others). Lesson: use names as anchors, then read the claim — decode the paraphrase ("most important" ↔ "primary/above others").
Bir cümlenin, özetin, notun veya tablonun boşluklarını metinden alınan kelimelerle doldurursun. En kritik kural: kelime sınırı. "NO MORE THAN TWO WORDS AND/OR A NUMBER" gibi bir talimat verilir; bunu aşarsan cevap yanlış sayılır, doğru bilgi olsa bile.
Metin: "The invention spread rapidly because it required no special training and could be produced from cheap, locally available materials."
Soru (NO MORE THAN TWO WORDS): The invention spread quickly partly because it was made from ______ that were easy to find nearby.
Çözüm: Cevap cheap materials (veya sadece "materials" boşluğun grameriyle uyumluysa). "spread quickly" ↔ "spread rapidly", "easy to find nearby" ↔ "locally available" paraphrase'leri seni doğru cümleye götürür. Ders: soru pasajın kelimelerini değil, eş anlamlarını kullanır.
You fill the gaps in a sentence, summary, note or table with words taken from the text. The most critical rule: the word limit. An instruction such as "NO MORE THAN TWO WORDS AND/OR A NUMBER" is given; if you exceed it, the answer is marked wrong even if the information is correct.
Text: "The invention spread rapidly because it required no special training and could be produced from cheap, locally available materials."
Question (NO MORE THAN TWO WORDS): The invention spread quickly partly because it was made from ______ that were easy to find nearby.
Solution: The answer is cheap materials (or just "materials" if the grammar of the gap allows it). The paraphrases "spread quickly" ↔ "spread rapidly" and "easy to find nearby" ↔ "locally available" lead you to the right sentence. Lesson: the question uses synonyms of the passage words, not the words themselves.
Bir diyagramı (makine parçası, döngü, harita) veya bir akış şemasını (süreç adımları) metinden alınan kelimelerle etiketlersin. Bilgi genelde metnin tek bir bölümünde yoğunlaşır — o bölümü bulmak yarı zaferdir.
Metin: "Cold water enters through the inlet valve at the base. A heating coil warms it, and the resulting steam rises into the upper chamber, where it is captured."
Flowchart: Cold water → enters via the ______ (1) → heated by a ______ (2) → steam collects in the ______ (3)
Çözüm: 1) inlet valve, 2) heating coil, 3) upper chamber. Süreç sırası metinle bire bir eşleşiyor; sadece doğru isimleri çek. Ders: akış yönü kelimelerini takip et, çapa parçaları kullan.
You label a diagram (a machine part, a cycle, a map) or a flowchart (process steps) with words taken from the text. The information is usually concentrated in a single section of the text — finding that section is half the battle.
Text: "Cold water enters through the inlet valve at the base. A heating coil warms it, and the resulting steam rises into the upper chamber, where it is captured."
Flowchart: Cold water → enters via the ______ (1) → heated by a ______ (2) → steam collects in the ______ (3)
Solution: 1) inlet valve, 2) heating coil, 3) upper chamber. The order of the process matches the text exactly; just pull out the right names. Lesson: follow the flow-direction words, use the anchor parts.
Metne dayalı doğrudan sorular sorulur ("What…? Where…? How many…?") ve kısa cevap istenir — yine kelime sınırıyla. En kolay tiplerden biridir çünkü sorular metnin sırasını takip eder ve cevaplar çoğunlukla somut (isim, sayı, yer) olur.
Metin: "The expedition, led by Captain Rourke, reached the summit in 1978 after three failed attempts."
Soru (ONE WORD AND/OR A NUMBER): In which year did the expedition reach the summit? → 1978. Sadece yıl; "in 1978" yazmak bile gereksiz — istenen tek bilgi sayıdır.
Direct questions based on the text are asked ("What…? Where…? How many…?") and a short answer is required — again with a word limit. It is one of the easiest types because the questions follow the order of the text and the answers are mostly concrete (a name, number, place).
Text: "The expedition, led by Captain Rourke, reached the summit in 1978 after three failed attempts."
Question (ONE WORD AND/OR A NUMBER): In which year did the expedition reach the summit? → 1978. Just the year; even writing "in 1978" is unnecessary — the only thing required is the number.
Reading'i kaybettiren en yaygın sebep, bir soruya saplanıp zamanı bitirmektir. Sağlam bir zaman planı olmadan strateji işe yaramaz.
| Aşama | Hedef süre | Not |
|---|---|---|
| Passage 1 | ~16–17 dk | En kolayı; buradan zaman biriktir |
| Passage 2 | ~20 dk | Orta zorluk |
| Passage 3 | ~22–23 dk | En zor; ekstra zamana ihtiyaç var |
| Kontrol/transfer | Süre içinde | Cevapları kâğıda yazmayı unutma |
The most common reason people lose Reading is getting stuck on one question and running out of time. Without a solid time plan, strategy is useless.
| Stage | Target time | Note |
|---|---|---|
| Passage 1 | ~16–17 min | The easiest; bank time here |
| Passage 2 | ~20 min | Medium difficulty |
| Passage 3 | ~22–23 min | The hardest; needs extra time |
| Check/transfer | Within the time | Don't forget to write answers on the sheet |
IELTS Reading'in gizli motoru paraphrase'dir. Sorudaki cümle, pasajdaki cümlenin neredeyse hiçbir zaman aynı kelimelerle yazılmış hali değildir; eş anlamlı, farklı gramerle yeniden söylenmiş halidir. Kelimeyi birebir arayan aday cevabı bulamaz; anlamı arayan bulur.
Kelime avı değil, anlam avı yap. Soruda geçen fiil ve sıfatları pasajda birebir arama — eş anlamlısı gelir. Yalnızca değişmeyenleri (isim, tarih, sayı) ara; onlar seni doğru cümleye götürür.
| Soruda görürsen | Pasajda ara |
|---|---|
| reduce / cut | decrease, lower, bring down, decline |
| important | significant, crucial, vital, key, central |
| problem | issue, difficulty, drawback, obstacle |
| began / started | was introduced, emerged, originated |
| many people | a large proportion, the majority, numerous |
Soru: The new policy reduced traffic in the city centre.
Pasaj: "Following the scheme, the number of vehicles entering the urban core fell sharply."
Bağlantı: reduced ↔ fell sharply · city centre ↔ urban core · new policy ↔ the scheme. Kelimeler tamamen farklı ama anlam aynı → TRUE. Ders: kelime avı değil, anlam avı yap.
The hidden engine of IELTS Reading is paraphrase. The sentence in the question is almost never the passage sentence written with the same words; it is restated with synonyms and different grammar. A candidate who searches for the word literally will not find the answer; the one who searches for the meaning will.
Hunt for meaning, not words. Do not search for the verbs and adjectives in the question literally in the passage — a synonym will come. Search only for the things that do not change (nouns, dates, numbers); they lead you to the right sentence.
| If you see in the question | Look in the passage for |
|---|---|
| reduce / cut | decrease, lower, bring down, decline |
| important | significant, crucial, vital, key, central |
| problem | issue, difficulty, drawback, obstacle |
| began / started | was introduced, emerged, originated |
| many people | a large proportion, the majority, numerous |
Question: The new policy reduced traffic in the city centre.
Passage: "Following the scheme, the number of vehicles entering the urban core fell sharply."
Link: reduced ↔ fell sharply · city centre ↔ urban core · new policy ↔ the scheme. The words are completely different but the meaning is the same → TRUE. Lesson: hunt for meaning, not words.
Akademik pasajlarda tanımadığın kelimeler çıkacak — bu normaldir ve her kelimeyi bilmen gerekmez. Cevap için gerçekten önemli olan kelimenin anlamını bağlamdan tahmin etmeyi öğren.
"The soil was so arid that almost nothing could grow, and farmers abandoned the land."
Tahmin: "arid" kelimesini bilmesen de "hiçbir şey yetişmiyor + çiftçiler terk etti" bağlamı sana kelimenin çok kuru / verimsiz demek olduğunu söyler. Cevap için bu kadarı çoğu zaman yeterli.
Words you do not recognise will come up in academic passages — this is normal, and you do not need to know every word. Learn to guess from context the meaning of the words that genuinely matter for the answer.
"The soil was so arid that almost nothing could grow, and farmers abandoned the land."
Guess: Even if you do not know "arid", the context "almost nothing grows + farmers abandoned it" tells you the word means very dry / infertile. That is usually enough for the answer.
Aynı pasajı okuyan iki aday çok farklı skorlar alır — fark, kelime bilgisinden çok strateji ve zihinsel alışkanlıklardadır. Aşağıdaki karşılaştırma, 6.5'i 8'e taşıyan davranış değişikliklerini gösterir.
| Davranış | 6.5 okuyucu | 8.0 okuyucu |
|---|---|---|
| Okuma yöntemi | Pasajı baştan sona tam okur, sonra soruya bakar | Skim edip soruya göre hedefli okur |
| Kelime eşleme | Sorudaki kelimeyi pasajda birebir arar | Eş anlamı ve paraphrase'i arar |
| TFNG mantığı | Göremeyince FALSE der | Çelişki yoksa NG der, kanıt ister |
| Zaman | Zor soruda takılır, son pasaja zaman kalmaz | Takılınca işaretler, geçer, döner |
| Doğrulama | İlk makul cevabı işaretler | Cevabı destekleyen cümleyi doğrular |
| Tanımadığı kelime | Panikler, o cümleyi atlar | Bağlamdan tahmin eder, akışı bozmaz |
6.5 okuyucu pasajı okur ve soruyu cevaplamayı umar; 8.0 okuyucu soruyu okur ve pasajda kanıt avlar. Süreci soru yönetir, metin değil.
Two candidates reading the same passage get very different scores — the difference lies less in vocabulary than in strategy and mental habits. The comparison below shows the behavioural changes that take you from 6.5 to 8.
| Behaviour | 6.5 reader | 8.0 reader |
|---|---|---|
| Reading method | Reads the whole passage end to end, then looks at the question | Skims and reads with purpose according to the question |
| Word matching | Searches for the question word literally in the passage | Looks for the synonym and the paraphrase |
| TFNG logic | Says FALSE when they can't see it | Says NG when there is no contradiction, demands evidence |
| Time | Gets stuck on a hard question, no time left for the last passage | Marks it when stuck, moves on, comes back |
| Verification | Marks the first plausible answer | Confirms the sentence supporting the answer |
| Unknown word | Panics, skips the sentence | Guesses from context, keeps the flow |
The 6.5 reader reads the passage and hopes to answer the question; the 8.0 reader reads the question and hunts for evidence in the passage. The question drives the process, not the text.
En pahalı hata. Metin sessizse NG; sadece çelişki varsa FALSE. Her FALSE için çürüten cümleyi gösterebilmelisin.
Her cümleyi tam okuyup zamanı bitirmek. Skim + scan kullan; detailed okumayı sadece cevap bölgesine uygula.
Sorudaki kelimeyi harfi harfine aramak. Cevap neredeyse her zaman paraphrase'in içindedir.
"TWO WORDS" derken üç kelime yazmak = yanlış. Talimatı her Completion sorusunda tekrar oku.
"Ben biliyorum ki…" deyip metin dışı bilgiyle cevaplamak. Sadece pasajda yazan geçerli.
Yanlışın cezası yok; her soruya bir cevap yaz. Emin değilsen mantıklı tahmin daima boştan iyidir.
Doğru kelimeyi yanlış yazmak (ör. enviroment) sıfır puandır. Kopyalarken harfleri kontrol et.
Transfer süresi olmadığını unutup son dakika toplu yazmaya kalkmak. Cevabı çözerken kâğıda geçir.
The most expensive mistake. If the text is silent, it's NG; only if there is a contradiction is it FALSE. For every FALSE you must be able to point to the refuting sentence.
Reading every sentence fully and running out of time. Use skim + scan; apply detailed reading only to the answer zone.
Looking for the question word letter for letter. The answer is almost always inside the paraphrase.
Writing three words when it says "TWO WORDS" = wrong. Re-read the instruction for every Completion question.
Answering with information from outside the text ("I know that…"). Only what is written in the passage counts.
There is no penalty for a wrong answer; write an answer for every question. Even when unsure, a sensible guess always beats a blank.
Writing the right word wrongly (e.g. enviroment) is zero points. Check the letters as you copy.
Forgetting there is no transfer time and trying to write them all up at the last minute. Write the answer on the sheet as you solve it.
Soru tipleri ve stratejiler her iki modülde de aynıdır; fark metin türü, uzunluk ve zorluktadır. Sınavına göre alıştırma seçmen için farkı bilmen gerekir.
| Özellik | Academic | General Training |
|---|---|---|
| Yapı | 3 uzun akademik pasaj | Section 1–3 (kısa günlük metinler → 1 uzun metin) |
| Metin kaynağı | Kitap, dergi, akademik yayın | İlan, broşür, iş el kitabı, gazete |
| Zorluk | Daha soyut, teknik kelime | Daha günlük, işlevsel dil |
| Band eşiği | Aynı band için daha az doğru yeter | Aynı band için daha çok doğru gerekir |
| Soru tipleri | İkisinde de aynı (TFNG, Matching, Completion, MCQ…) | |
General Training okuyorsan metinler daha kolaydır ama band eşiği yüksektir: 7.0 için ~34/40 gerekir. Academic'te aynı 7.0 için ~30/40 yeter. Yani GT'de "kolay metin" avantajını hata yapmama disipliniyle dengelemen gerekir. Strateji ve soru tipi çalışmaların ikisi için de geçerlidir.
The question types and strategies are the same in both modules; the difference is in text type, length and difficulty. You need to know the difference so you can choose practice suited to your exam.
| Feature | Academic | General Training |
|---|---|---|
| Structure | 3 long academic passages | Sections 1–3 (short everyday texts → 1 long text) |
| Text source | Books, magazines, academic publications | Advertisements, brochures, work handbooks, newspapers |
| Difficulty | More abstract, technical vocabulary | More everyday, functional language |
| Band threshold | Fewer correct needed for the same band | More correct needed for the same band |
| Question types | The same in both (TFNG, Matching, Completion, MCQ…) | |
If you are taking General Training, the texts are easier but the band threshold is higher: ~34/40 is needed for 7.0. In Academic, ~30/40 is enough for the same 7.0. So in GT you have to balance the "easy text" advantage with the discipline of not making mistakes. The strategy and question-type work apply to both.
True/False/Not Given, Reading'de tek başına en çok puan kaybettiren noktadır; çünkü Not Given kavramı sezgiye aykırıdır. Her ifadeyi aşağıdaki dört adımlı testten geçir. Kararı duygunla değil, bu mekanik zincirle ver — hangi adımda durursan cevabın odur.
FALSE, metnin ifadenin tersini aktif olarak söylemesidir: bir karşıtlık vardır ve o çürüten cümleyi parmağınla gösterebilmelisin. NOT GIVEN, metnin o konuda hiçbir şey söylememesidir: ne doğrulayan ne çürüten bir cümle vardır. En sık yapılan hata şudur: "Pasajda böyle bir şey görmedim, demek ki FALSE." Yanlış — görmediysen ve tersi de yazmıyorsa cevap NOT GIVEN'dır. Kendine tek soru sor: bu ifadenin tersini söyleyen cümle hangisi? Gösteremiyorsan FALSE diyemezsin.
True/False/Not Given loses more points than anything else in Reading, because the Not Given concept is counter-intuitive. Put every statement through the four-step test below. Make the decision not with your gut but with this mechanical chain — whichever step you stop at is your answer.
FALSE is when the text actively says the opposite of the statement: there is a contradiction and you must be able to point to the refuting sentence. NOT GIVEN is when the text says nothing about it: there is neither a confirming nor a refuting sentence. The most common mistake is this: "I didn't see anything like this in the passage, so it must be FALSE." Wrong — if you did not see it and the opposite is not written either, the answer is NOT GIVEN. Ask yourself one question: which sentence says the opposite of this statement? If you cannot show it, you cannot say FALSE.
Aşağıdaki metni oku, ardından yedi ifadeyi dört adımlı testle değerlendir. Önce kendi kararını ver, sonra cevap anahtarıyla karşılaştır. Bu alıştırmanın amacı, öğrencilerin en sık karıştırdığı iki noktayı — some/all ve uzlaşı/tartışma karşıtlığını — canlı örnekte görmek.
The Arctic tern makes the longest migration of any animal. Each year it travels from its breeding grounds in the Arctic to the Antarctic and back, a round trip of around 70,000 kilometres. Researchers tracked eleven birds using tiny devices attached to their legs. The study revealed that the terns do not fly in a straight line but follow winding routes that take advantage of prevailing winds. Some birds stopped in the North Atlantic for around a month before continuing south. The reason for this stop is still debated among scientists.
| # | Cevap | Gerekçe |
|---|---|---|
| 1 | TRUE | Metin "longest migration of any animal" diyor; ifade bunun aynısı (en uzun göç = herkesten daha uzak yol). |
| 2 | FALSE | Metin "eleven birds" diyor. On bir, yirmiden fazla değildir; sayı çelişiyor. |
| 3 | FALSE | Metin "do not fly in a straight line" diyor. Açık karşıtlık — düz uçmuyorlar. |
| 4 | NOT GIVEN | Cihazlardan bahsediliyor ama fiyatları hiç geçmiyor. Konu var, iddia yok. |
| 5 | FALSE | Metin "some birds" diyor; ifade all diyor. some ≠ all → karşıtlık, eksik bilgi değil. |
| 6 | FALSE | Metin "still debated" diyor. Hâlâ tartışılıyor olmak, uzlaşmış olmanın (agree) tersidir. |
| 7 | NOT GIVEN | Yaşam süresi hiç konu edilmiyor. Bilgi yok — gerçek bir NOT GIVEN. |
Ders: 5 ve 6 numarayı öğrenciler genelde NOT GIVEN sanır. İkisi de FALSE'tur; çünkü metin ifadenin tersini söyler. Gerçek NOT GIVEN'lar 4 ve 7'dir: konu geçiyor ama o özel iddia hiç yok.
Read the text below, then evaluate the seven statements with the four-step test. Make your own decision first, then compare with the answer key. The aim of this exercise is to see, in live examples, the two points students confuse most — some/all and the agreement/debate contrast.
The Arctic tern makes the longest migration of any animal. Each year it travels from its breeding grounds in the Arctic to the Antarctic and back, a round trip of around 70,000 kilometres. Researchers tracked eleven birds using tiny devices attached to their legs. The study revealed that the terns do not fly in a straight line but follow winding routes that take advantage of prevailing winds. Some birds stopped in the North Atlantic for around a month before continuing south. The reason for this stop is still debated among scientists.
| # | Answer | Reason |
|---|---|---|
| 1 | TRUE | The text says "longest migration of any animal"; the statement is the same (the longest migration = travels further than any other). |
| 2 | FALSE | The text says "eleven birds". Eleven is not more than twenty; the number contradicts. |
| 3 | FALSE | The text says "do not fly in a straight line". A clear contradiction — they do not fly directly. |
| 4 | NOT GIVEN | The devices are mentioned but their cost is never given. The topic is there, the claim is not. |
| 5 | FALSE | The text says "some birds"; the statement says all. some ≠ all → a contradiction, not missing information. |
| 6 | FALSE | The text says "still debated". Still being debated is the opposite of having reached agreement (agree). |
| 7 | NOT GIVEN | Lifespan is never discussed. No information — a genuine NOT GIVEN. |
Lesson: Students usually mistake numbers 5 and 6 for NOT GIVEN. Both are FALSE, because the text says the opposite of the statement. The real NOT GIVENs are 4 and 7: the topic appears but that specific claim is nowhere to be found.
Aşağıda yedi başlık ve beş paragrafın ilk/son cümleleri var. Her paragrafa uygun başlığı seç; iki başlık fazladır. Unutma: bu tip paragrafın ana fikrini test eder, içindeki en çarpıcı detayı değil. Başlıkta geçen bir kelimeyi paragrafta görmek seni yanlış başlığa çeker.
Başlıklar:
A. Few inventions have reshaped industry as completely as plastic. Within decades it had replaced wood, metal and glass in countless products.
B. In theory, most plastics can be recycled. In practice, only a small fraction ever is, because sorting is expensive and contaminated material is worthless.
C. Surveys suggest that consumers are increasingly uncomfortable with single-use packaging. Retailers report growing demand for refillable containers.
D. Several laboratories are now testing polymers derived from plant starch. Early results are promising, though costs remain high.
E. Dozens of countries have introduced bans on plastic bags. Enforcement, however, varies enormously from one region to another.
| Paragraf | Başlık | Gerekçe |
|---|---|---|
| A | v | Ana fikir: plastik üretimi/sanayiyi baştan sona değiştirdi. ii değil — bir keşif hikâyesi anlatılmıyor. |
| B | iii | Ana fikir: geri dönüşüm sorunu çözmüyor. i (maliyet) değil — "expensive" geçse de maliyet burada bir sebep, paragrafın ana fikri değil. |
| C | iv | Ana fikir: tüketicinin/halkın tutumu değişiyor ("increasingly uncomfortable", "growing demand"). |
| D | vi | Ana fikir: geliştirilmekte olan alternatifler ("testing polymers derived from plant starch"). Maliyet yalnızca yan detay. |
| E | vii | Ana fikir: devletlerin tepkisi ("countries have introduced bans"). Geri dönüşüm konusu burada geçmez. |
Fazla başlıklar: i ve ii. İkisi de metindeki kelimelerden kurulmuş tuzaktır. Dersin özü: başlıkta geçen kelimeyi paragrafta görmek yetmez — paragrafın ne yaptığına bak.
Below are seven headings and the first/last sentences of five paragraphs. Choose the suitable heading for each paragraph; two headings are extra. Remember: this type tests the main idea of the paragraph, not the most striking detail inside it. Seeing a word from the heading in the paragraph will pull you towards the wrong heading.
Headings:
A. Few inventions have reshaped industry as completely as plastic. Within decades it had replaced wood, metal and glass in countless products.
B. In theory, most plastics can be recycled. In practice, only a small fraction ever is, because sorting is expensive and contaminated material is worthless.
C. Surveys suggest that consumers are increasingly uncomfortable with single-use packaging. Retailers report growing demand for refillable containers.
D. Several laboratories are now testing polymers derived from plant starch. Early results are promising, though costs remain high.
E. Dozens of countries have introduced bans on plastic bags. Enforcement, however, varies enormously from one region to another.
| Paragraph | Heading | Reason |
|---|---|---|
| A | v | Main idea: plastic transformed production/industry from top to bottom. Not ii — no discovery story is told. |
| B | iii | Main idea: recycling does not solve the problem. Not i (cost) — although "expensive" appears, cost here is a reason, not the paragraph's main idea. |
| C | iv | Main idea: consumer/public attitudes are shifting ("increasingly uncomfortable", "growing demand"). |
| D | vi | Main idea: alternatives under development ("testing polymers derived from plant starch"). Cost is only a side detail. |
| E | vii | Main idea: governments' response ("countries have introduced bans"). Recycling does not appear here. |
Extra headings: i and ii. Both are traps built from words in the text. The gist of the lesson: seeing a heading's word in the paragraph is not enough — look at what the paragraph does.
Reading aslında bir eş anlam sınavıdır: soruda geçen kelime, pasajda neredeyse hiç aynen geçmez. Soruyu okurken anahtar kelimeyi bul, sonra metinde o kelimeyi arama — eş anlamlısını ara. Aşağıdaki tablo en sık dönüştürülen kelimeleri gösterir.
| Soruda görürsen | Pasajda muhtemelen böyle yazar |
|---|---|
| reduce | cut, lower, bring down, decrease, curb |
| important | significant, crucial, vital, key, of great value |
| cause | lead to, result in, bring about, trigger, give rise to |
| difficult | challenging, demanding, tough, problematic |
| increase | rise, grow, climb, expand, a surge in |
| expensive | costly, pricey, at considerable expense |
| many | numerous, a great deal of, a large number of, countless |
| show | reveal, indicate, demonstrate, suggest, point to |
| problem | issue, difficulty, obstacle, drawback, setback |
| use | employ, utilise, apply, make use of, draw on |
Reading is really a synonym test: the word in the question almost never appears verbatim in the passage. As you read the question, find the keyword, then do not search for that word in the text — search for its synonym. The table below shows the most frequently transformed words.
| If you see in the question | The passage will probably write |
|---|---|
| reduce | cut, lower, bring down, decrease, curb |
| important | significant, crucial, vital, key, of great value |
| cause | lead to, result in, bring about, trigger, give rise to |
| difficult | challenging, demanding, tough, problematic |
| increase | rise, grow, climb, expand, a surge in |
| expensive | costly, pricey, at considerable expense |
| many | numerous, a great deal of, a large number of, countless |
| show | reveal, indicate, demonstrate, suggest, point to |
| problem | issue, difficulty, obstacle, drawback, setback |
| use | employ, utilise, apply, make use of, draw on |
Şimdi gerçek bir sınav pasajını baştan sona, üç soru tipiyle birlikte çözelim: True/False/Not Given, Sentence Completion ve Short Answer. Önce metni oku, soruları kendi başına çöz, sonra her cevabın gerekçesini ve paragraf referansını incele. Sınav koşulunda bu pasaja yaklaşık 17 dakika ayrılır.
The European beaver was once found in almost every river system on the continent. By the beginning of the twentieth century, however, fewer than 1,200 animals remained, scattered across eight isolated populations. The species had been hunted relentlessly, and not chiefly for its meat. What made it valuable was its dense waterproof fur and castoreum, a bitter substance produced in glands near the tail, which was used in perfume and in traditional medicine. In Britain the animal vanished altogether, probably during the sixteenth century.
Reintroduction began quietly. Small groups were released in Sweden in the 1920s, and further releases followed in Russia, Latvia and Poland. These early projects were driven mainly by a wish to restore a lost species rather than by any expectation of practical gain. It was only much later, when ecologists began to measure the animals' effect on the landscape, that a second argument for reintroduction emerged.
Beavers are what biologists call ecosystem engineers. They fell trees, dig canals and build dams, and in doing so they turn a fast, narrow stream into a slow mosaic of pools, wet meadows and standing dead wood. A single family can flood several hectares. The structures they build are not permanent. Once the willow and aspen within easy reach have been used up, the animals abandon the site and move upstream, and the pond silts up gradually into wet grassland.
The consequences of this activity are significant. Water that would otherwise rush downstream is held back, which lowers the height of flood peaks in the valleys below. In one study on a small Devon catchment, a single family reduced the peak flow leaving the site by roughly thirty per cent. The ponds also trap sediment and agricultural chemicals, so the water leaving a beaver wetland is measurably cleaner than the water entering it. Fish, amphibians and water birds increase in both number and variety.
Not everyone welcomes them. Farmers whose land lies beside a river may find their fields waterlogged and their drainage ditches blocked. Foresters lose trees. In Bavaria, where beavers were reintroduced in the 1960s and now number more than 20,000, the regional government employs a team of specialists whose job is to negotiate between the animals and the landowners. Their standard toolkit includes the flow device, a pipe pushed through a dam that lowers the water level without destroying the structure, and, where nothing else works, permits to remove individual animals.
The British case has been unusually contentious. A population appeared on the River Otter in Devon around 2008, almost certainly escaped from captivity rather than deliberately released. The government's first response was to catch and remove them, on the grounds that the animals might be carrying disease. A public campaign followed, and the beavers were allowed to remain under licence while a five-year monitoring project ran. The project's final report, published in 2020, concluded that the benefits outweighed the costs, and the animals were given permission to stay. Scotland had already granted the beaver protected status two years earlier.
Whether the species will now spread quickly across Britain is far from certain. Beavers disperse slowly, rarely more than a few kilometres in a year, and they cannot cross wide stretches of dry land. Much will depend on whether further releases are licensed and on whether the compensation schemes now under discussion are generous enough to make the animals tolerable to the people who must live alongside them.
Do the following statements agree with the information given in the passage?
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
| # | Cevap | Gerekçe (paragraf) |
|---|---|---|
| 1 | FALSE | P1: "hunted relentlessly, and not chiefly for its meat". İfade tam tersini söylüyor. |
| 2 | TRUE | P1: "probably during the sixteenth century". 16. yüzyıl 1600'de biter; 17. yüzyıla girildiğinde tür çoktan yok olmuştur. Yüzyıl hesabı gerekir. |
| 3 | FALSE | P2: erken projeler kayıp türü geri getirme isteğiyle yapıldı, pratik kazanç beklentisiyle değil; sel etkisi çok sonra fark edildi. İfade tersini söylüyor. |
| 4 | TRUE | P3: "structures are not permanent" ve hayvanlar gidince gölün yavaşça ıslak çayıra dönüştüğü söyleniyor. |
| 5 | NOT GIVEN | P4: metin "fish, amphibians and water birds" diyor. Böcekler hiç geçmiyor; aynı kategori ama bu özel iddia yok. |
| 6 | NOT GIVEN | P5: Bavyera'da 20.000'den fazla olduğu söyleniyor, ama başka bölgelerle karşılaştırma yapılmıyor. |
| 7 | castoreum | P1: "castoreum ... which was used in perfume". Soru glandular secretion ile parafraz ediyor. |
| 8 | ecosystem engineers | P3: "Beavers are what biologists call ecosystem engineers." İki kelime. |
| 9 | flow device | P5: "a pipe ... that lowers the water level without destroying the structure". dismantling = destroying. |
| 10 | dry land | P7: "they cannot cross wide stretches of dry land." |
| 11 | thirty per cent / 30 per cent | P4: "roughly thirty per cent". roughly cevaba dahil edilmez. |
| 12 | disease / (carrying) disease | P6: "on the grounds that the animals might be carrying disease." |
| 13 | 2020 | P6: "The project's final report, published in 2020". Sayılar kelime sayılmaz. |
Now let's work through a real exam passage from start to finish with three question types: True/False/Not Given, Sentence Completion and Short Answer. First read the text, solve the questions on your own, then examine the reason and paragraph reference for each answer. Under exam conditions, you have about 17 minutes for this passage.
The European beaver was once found in almost every river system on the continent. By the beginning of the twentieth century, however, fewer than 1,200 animals remained, scattered across eight isolated populations. The species had been hunted relentlessly, and not chiefly for its meat. What made it valuable was its dense waterproof fur and castoreum, a bitter substance produced in glands near the tail, which was used in perfume and in traditional medicine. In Britain the animal vanished altogether, probably during the sixteenth century.
Reintroduction began quietly. Small groups were released in Sweden in the 1920s, and further releases followed in Russia, Latvia and Poland. These early projects were driven mainly by a wish to restore a lost species rather than by any expectation of practical gain. It was only much later, when ecologists began to measure the animals' effect on the landscape, that a second argument for reintroduction emerged.
Beavers are what biologists call ecosystem engineers. They fell trees, dig canals and build dams, and in doing so they turn a fast, narrow stream into a slow mosaic of pools, wet meadows and standing dead wood. A single family can flood several hectares. The structures they build are not permanent. Once the willow and aspen within easy reach have been used up, the animals abandon the site and move upstream, and the pond silts up gradually into wet grassland.
The consequences of this activity are significant. Water that would otherwise rush downstream is held back, which lowers the height of flood peaks in the valleys below. In one study on a small Devon catchment, a single family reduced the peak flow leaving the site by roughly thirty per cent. The ponds also trap sediment and agricultural chemicals, so the water leaving a beaver wetland is measurably cleaner than the water entering it. Fish, amphibians and water birds increase in both number and variety.
Not everyone welcomes them. Farmers whose land lies beside a river may find their fields waterlogged and their drainage ditches blocked. Foresters lose trees. In Bavaria, where beavers were reintroduced in the 1960s and now number more than 20,000, the regional government employs a team of specialists whose job is to negotiate between the animals and the landowners. Their standard toolkit includes the flow device, a pipe pushed through a dam that lowers the water level without destroying the structure, and, where nothing else works, permits to remove individual animals.
The British case has been unusually contentious. A population appeared on the River Otter in Devon around 2008, almost certainly escaped from captivity rather than deliberately released. The government's first response was to catch and remove them, on the grounds that the animals might be carrying disease. A public campaign followed, and the beavers were allowed to remain under licence while a five-year monitoring project ran. The project's final report, published in 2020, concluded that the benefits outweighed the costs, and the animals were given permission to stay. Scotland had already granted the beaver protected status two years earlier.
Whether the species will now spread quickly across Britain is far from certain. Beavers disperse slowly, rarely more than a few kilometres in a year, and they cannot cross wide stretches of dry land. Much will depend on whether further releases are licensed and on whether the compensation schemes now under discussion are generous enough to make the animals tolerable to the people who must live alongside them.
Do the following statements agree with the information given in the passage?
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
| # | Answer | Reason (paragraph) |
|---|---|---|
| 1 | FALSE | P1: "hunted relentlessly, and not chiefly for its meat". The statement says the exact opposite. |
| 2 | TRUE | P1: "probably during the sixteenth century". The 16th century ends in 1600; by the time the 17th century began the species was already gone. Requires the century calculation. |
| 3 | FALSE | P2: the early projects were done out of a wish to restore a lost species, not from an expectation of practical gain; the flood effect was noticed much later. The statement says the opposite. |
| 4 | TRUE | P3: "structures are not permanent" and it says that once the animals leave the pond gradually turns into wet grassland. |
| 5 | NOT GIVEN | P4: the text says "fish, amphibians and water birds". Insects are never mentioned; same category but this specific claim is absent. |
| 6 | NOT GIVEN | P5: it says there are more than 20,000 in Bavaria, but no comparison with other regions is made. |
| 7 | castoreum | P1: "castoreum ... which was used in perfume". The question paraphrases with glandular secretion. |
| 8 | ecosystem engineers | P3: "Beavers are what biologists call ecosystem engineers." Two words. |
| 9 | flow device | P5: "a pipe ... that lowers the water level without destroying the structure". dismantling = destroying. |
| 10 | dry land | P7: "they cannot cross wide stretches of dry land." |
| 11 | thirty per cent / 30 per cent | P4: "roughly thirty per cent". roughly is not included in the answer. |
| 12 | disease / (carrying) disease | P6: "on the grounds that the animals might be carrying disease." |
| 13 | 2020 | P6: "The project's final report, published in 2020". Numbers do not count as words. |
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